Relationship-Based Infant Care as a Foundation for Early Childhood Professional Preparation

• In Event: Roundtable Session 4
  In Roundtable Session: Early Childhood Teacher Preparation and Professional Development

Abstract

Using a qualitative case study design, we explored students’ experiences learning about infant development and practice in an infant practicum course. Data sources included student caregivers’ weekly reflective notebooks and assignments. Our findings revealed the power and value of relationships as an essential context for learning about infant development, infant care and education, and preparation of infant professionals. Ample time and supported opportunities to develop authentic relationships with infants and their families, and a framework for reflection on relationships and practice, provided through a well-constructed and supervised infant practicum, are recommended for both early childhood pre-service students and those preparing for related disciplines. Quality infant caregiving provided valuable professional knowledge which can be applied across the early childhood continuum

Authors

• Susan L. Recchia, Teachers College, Columbia University

• Minsun Shin, Montclair State University

• Seung Yeon Lee, Ewha Womans University